Development of Interactive Multimedia to Enhance National Educational Test Results at the Basic Level in Mathematics for Educational Opportunity Expansion Schools in Lampang Province
Bibliographic record
Abstract
This research aimed to: (1) develop interactive multimedia to enhance performance on the National Educational Test at the basic level in Mathematics, (2) develop teachers' competency in interactive multimedia utilization, and (3) investigate the effects of interactive multimedia on student learning outcomes. The study involved two target groups: 52 mathematics teachers for multimedia usage competency assessment and 308 Grade 9 students from educational opportunity expansion schools in Lampang Province who voluntarily participated in the academic achievement comparison. Research instruments included: (1) mathematics lesson plans, (2) twelve multimedia learning modules, (3) multimedia quality assessment forms, (4) teacher multimedia usage competency assessment forms, and (5) a 30-item academic achievement test. The research findings demonstrated that: (1) interactive multimedia designed to enhance National Educational Test performance at the basic level in Mathematics for Grade 9 students achieved the highest quality rating with a mean of 4.75 and efficiency scores of 76.14/73.22, meeting the established criteria; (2) teachers' multimedia usage competency significantly improved following training intervention; and (3) students' academic achievement increased significantly after multimedia-enhanced instruction compared to pre-intervention performance. Interactive multimedia effectively conveys content through integrated presentation of information via multiple media formats, creating comprehensive user interaction. Active learning serves as a fundamental mechanism emphasizing activities and strategies that promote higher-order thinking skills, stimulating learners to participate actively in the learning process. This approach enables learners to assume responsibility for their own learning and effectively apply knowledge in authentic contexts. Therefore, interactive multimedia constitutes an effective pedagogical tool for enhancing National Educational Test performance at the basic level in Mathematics among learners in educational opportunity expansion schools.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".